From the workshop; from being a son and a cousin and a friend and the interactions that come with such relationships; from walking the streets of Nazareth; from splinters in His fingers and sheep’s wool under His hands and soil under His nails. His acquisition of logic came as Hugh suggests, by way of practice.
Which, if I may, is more practical experience than many PhDs or most teachers have today.
Thanks so much for your reflections on—really, extensions of—my post, Nathaniel. I love this idea of expanding the role of logic to make it something broader, more craft- & judgment-focused. It makes me wonder where in the trivium *phronesis* comes into play. If I understand correctly, the ancients thought *phronesis* couldn't be taught, but could only be developed—though I think a good teacher would find ways to allow for that development in their students.
Anyway—thanks again! Love the passages from Hugh, too. I need to read him more deeply.
Yeah, I think you’re on to something re: the phronema. It’s formed as in a mold, so that the mind thus molded produces a particular KIND of thought, asks a certain KIND of question, right? That feels to me like a product of the whole thing, but if that’s the cop out, then perhaps grammar since we can only think the thoughts and form the questions that our words allow us. Or perhaps it’s logic since there’s a certain WAY of combining the inherent meaning of words to produce the kinds of thoughts and questions we’re after.
Thanks for this. We start the semester in just over two weeks and I needed a refresh on why I even teach -- or from what authority (not that I like that word; it feels too self-important). It also reminds me of this aphorism: vision without action is a dream; action without vision is a nightmare.
It’s only self-important if wielded with self-importance ☺️ I’d argue that humility has more authority than hubris precisely because it inspires trust and love, and these are a far better (and sustainable) motivator than fear or shame or envy (which will only work for a time). If you can author in their imaginations a new way of seeing the world, your students will experience your teaching authority as a joy.
I hope your new semester goes well! Do you know how many students you’ll have yet?
Thanks! We’ll have 30 in the advanced design studio (team-taught three ring circus), and it’ll be about 23 in my seminar (which is too many for that format but I’ll manage). Love this - humility has more authority than hubris. Let’s gooooooo!!
From the workshop; from being a son and a cousin and a friend and the interactions that come with such relationships; from walking the streets of Nazareth; from splinters in His fingers and sheep’s wool under His hands and soil under His nails. His acquisition of logic came as Hugh suggests, by way of practice.
Which, if I may, is more practical experience than many PhDs or most teachers have today.
Thanks so much for your reflections on—really, extensions of—my post, Nathaniel. I love this idea of expanding the role of logic to make it something broader, more craft- & judgment-focused. It makes me wonder where in the trivium *phronesis* comes into play. If I understand correctly, the ancients thought *phronesis* couldn't be taught, but could only be developed—though I think a good teacher would find ways to allow for that development in their students.
Anyway—thanks again! Love the passages from Hugh, too. I need to read him more deeply.
Yeah, I think you’re on to something re: the phronema. It’s formed as in a mold, so that the mind thus molded produces a particular KIND of thought, asks a certain KIND of question, right? That feels to me like a product of the whole thing, but if that’s the cop out, then perhaps grammar since we can only think the thoughts and form the questions that our words allow us. Or perhaps it’s logic since there’s a certain WAY of combining the inherent meaning of words to produce the kinds of thoughts and questions we’re after.
Idk. It’s a good question!
And definitely read Hugh. He’s worth the effort.
Thanks for this. We start the semester in just over two weeks and I needed a refresh on why I even teach -- or from what authority (not that I like that word; it feels too self-important). It also reminds me of this aphorism: vision without action is a dream; action without vision is a nightmare.
It’s only self-important if wielded with self-importance ☺️ I’d argue that humility has more authority than hubris precisely because it inspires trust and love, and these are a far better (and sustainable) motivator than fear or shame or envy (which will only work for a time). If you can author in their imaginations a new way of seeing the world, your students will experience your teaching authority as a joy.
I hope your new semester goes well! Do you know how many students you’ll have yet?
Thanks! We’ll have 30 in the advanced design studio (team-taught three ring circus), and it’ll be about 23 in my seminar (which is too many for that format but I’ll manage). Love this - humility has more authority than hubris. Let’s gooooooo!!